Certified Classroom Site Fund/Recertification Pre …learningconcepts.wikispaces.com/file/view... · Web viewIncreasing Student Achievement through Supporting Effective Teacher

Professional Development

2013 - 2014

Increasing Student Achievement through Supporting Effective Teacher Practice

Page Unified School District

POB 1927, Page, Arizona 86040

Learningconcepts.wikispaces.com

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Table of Contents: Defining Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 3 Professional Development Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 4 Stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 5 Data Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 6 Professional Development Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 7 PUSD Professional Development Process . . . . . . . . . . . . . . . . . . . . . . . . . . page 8 Professional Development Course of Study Development Format . . . . . page 9 PUSD Courses of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 10 Classes under Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 11 Learning Team Artifacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 12 Class Artifacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 20 Mini-workshop Artifacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 25 Certified Pre-Approval Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 30 Classified Pre-Approval Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 31 Professional Development Feedback Form . . . . . . . . . . . . . . . . . . . . . . . . . page 32 ACCSS Level Two Toolbox . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 33

DEFINING PROFESSIONAL DEVELOPMENT“Professional development refers to learning opportunities that engage educator’s creative and reflective capacities in ways that strengthen their practice” (Paul V. Bredeson). “The best professional

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development creates an environment that treats teachers as thinking, reflective, and responsible professionals” (Wildman and Niles). The ultimate goal for professional development is to have each and every educator be a skilled practitioner and possess a strong knowledge base of teaching.

The National Staff Development Council (Learning Forward) emphasizes the importance of school-based learning and job-embedded coaching as necessary components of effective professional development. PUSD instructional coaches are based in each building to support job-embedded professional development that results in actual application of the knowledge gained from each professional development opportunity.

Job-embedded professional development (JEPD) refers to educator learning that is grounded in day-to-day teaching practice and is designed to enhance educators’ content-specific instructional practices with the intent of improving student learning (Darling-Hammond & McLaughlin, Hirsch). It is primarily school or classroom based and is integrated into the workday, consisting of educators assessing and finding solutions for authentic and immediate problems of practice as part of a cycle of continuous improvement. JEPD is a shared, ongoing process that is locally rooted and which makes teacher involvement in cooperative inquiry-based work an actuality. High quality JEPD also is aligned with core standards and LEA and schools’ continuous improvement plans.

The most effective professional development progresses in four stages: change in knowledge; change in classroom practice; change in student learning outcomes and, finally, change in educator beliefs and attitudes. Without practicing new knowledge and new strategies, educators will likely not change their beliefs. To this end, all professional development opportunities include a requirement or an encouragement of classroom implementation with feedback. Activities have been adopted using data from teacher evaluations, walkthroughs, SAI, test data and shifts in core standards.

PROFESSIONAL DEVELOPMENT MODEL

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Professional Development Opportunities

Explicit learning outcomes aligned with staff, school, and community needs and priorities

More than interesting activities, special events, or scheduled pd days: learning, not the activity is the focus

On-going and continuous Aligned with core curriculum and building and

STAKEHOLDERSA committee of stakeholders is responsible for creating and revising the PUSD Professional Development Plan annually. The committee also meets regularly to align professional development curricula. All meetings are open and listed on the district professional development calendar.

The 2013 – 2014 Stakeholders’ Committee Members are:

Josh Adams – High School Representative Carie Barstad – Middle School Representative TBA – Technology Integration/Data Representative Kelly Dobesh – Lake View Representative

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Professional Development Opportunities

Explicit learning outcomes aligned with staff, school, and community needs and priorities

More than interesting activities, special events, or scheduled pd days: learning, not the activity is the focus

On-going and continuous Aligned with core curriculum and building and

Change in Beliefs to Effect Real Change

Creative/reflective collaboration among teachers

Promotes organizational change and institutionalization of effective practices

Job-Embedded Practice

Grounded in day-to-day teaching practice Designed to enhance teachers’ content-

specific instructional practices Intent of improved student learning Direct connection between learning and

application in daily practice Requires active teacher involvement in

cooperative, inquiry-based work Ideally, takes place as close to real time, with

students, centered on issues of actual practice

Increased Student Achievement

Improved test scores Increased teacher, parent and student

satisfaction

Kori Fitch – High School Representative Paul Gagnon – High School Representative Kelly Glass – District Representative Robin Greymountain – Desert View Representative Maggie Leatherbury – Lake View Representative Erin Lively – Middle School Representative Tasha Racawan – Middle School Representative Christy Rodriquez - Middle School Representative Mary Stahl – High School Representative Risha VanderWey – Lake View Representative Jim Walker – District Office Representative Stacy Wadleigh – Professional Development Representative Nancy Warner – Desert View Representative

DATA POINTS

The Page Unified Professional Development Plan is solidly based on data from a variety of sources: The National Staff Development Council’s Annual Standards and Assessment Inventory (SAI), administrative walkthrough data, evaluation, and assessment data.

The annual SAI survey (taken in October each year) at all four schools indicates a greater need for teachers to observe and work with each other on classroom instruction, to set aside time to discuss what is learned in PD activities, to use evaluations of PD outcomes to plan for future PD choices, to consider teacher prior experience and knowledge to plan pd, to support implementation of new skills, and to learn about effective student assessment techniques and student engagement.

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PUSD curriculum is built on Common Core State Standards. Year 2013 – 2014 is the year to implement level two Common Core Strategies to support the Core. Professional development activities support teachers in making important shifts in instructional practices. PUSD is also implementing the Measuring Teacher Effectiveness (MTE) evaluation system mandated by the State of Arizona.

PUSD assessment data and Continuous Improvement Plan goals indicate a need for more support for goal attainment in the areas of math and ELA literacy.

Walkthrough and evaluation data gathered in 2012 - 2013 indicate a need for more support to increase levels of student engagement, to sharpen objectives, and to refine lesson planning, presentation, and questioning skills.

Based on these data points, all professional development activities focus on support for these identified needs. All professional development activities are evaluated for effectiveness with a professional development feedback form. The results are shared with instructors and with the PD Stakeholders’ Committee to plan future activities. They also include implementation activities and opportunities for participants to receive feedback on practices. PUSD professional development activities are designed to address Continuous Improvement Plans developed by each school’s Continuous Improvement Plan Teams.

PROFESSIONAL DEVELOPMENT FORMAT

All PUSD activities will follow this format.

The Rationale or Research : Why do we need to learn this? What does our data tell us? What T4S attributes will this activity support?

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I Do : The facilitator will model the strategy/activity with metacognitive explanations of the process.

We Do : This will include guided practice in the session to allow time for participants to practice the skill/activity.

You Do : Plan how you will implement the skill/activity in your classroom. When will you want your site administrator and/or instructional coach to plan with you and provide feedback? When will you know you have mastered it?

Evaluation : This includes both an evaluation of the session as well as an evaluation of your implementation. Evaluations of sessions and facilitators/instructors will be used to guide further

professional development planning.

The Next Step : How will you share your learning with your colleagues? How will you implement this in your instruction?

PUSD PROFESSIONAL DEVELOPMENT PROCESS

Certified and classified staffs are encouraged to participate in professional development activities. All approved activities are listed on the PUSD Professional Development Calendar located at learningconcepts.wikispaces.com.

Certified staff is eligible for compensation at the rate of $30 an hour from the classroom site fund for activities at local venues or as an extension of a district professional development class. An initial maximum of 30 hours is available for certified participants. Upon completion of 30 or more hours, the participant qualifies for an incentive bonus of $300. An additional 15 hours may be accessed at that

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time. Certificates for re-certification are issued by the professional development coordinator when activities are completed; instructors or facilitators have submitted all required paperwork (including sign-in sheets); and expectations of participants have been met.

Certified instructors/facilitators are eligible for compensation at the rate of $40 an hour and are eligible to exceed the maximum of 30 hours if pre-approved by the professional development coordinator. Instructors can accrue their initial 30 hours through teaching and/or other class attendance. Upon completion of 30 or more hours, the instructor qualifies for an incentive bonus of $300. Additional hours may be accessed at that time. Development of a district class or mini-workshop is compensated at $40 an hour for a maximum of seven hours if the curriculum becomes the property of Page Unified School District. This higher rate reflects additional planning and accountability.

Classified staff is eligible for certificates of completion for participation in district professional development. Classified salary growth may be a possibility for activities that address literacy in the areas of language and mathematics or those addressing job assignments that require updated training because of new information or theory. The salary growth pre-approval process must be followed and the form on file with the facilitator or instructor before participation in the activity. Classified staff is welcome to develop and teach courses of study for the same rate of pay as certified staff from district funds. Any compensation must be for time outside the work day.

All certified teachers and trained, knowledgeable personnel are invited to develop proposals for courses of study. Although learning teams must be established by October 1, 2013, other professional development opportunities may be calendared at any time throughout the year as opportunities present themselves. They will be added to the PD calendar. All activities must conclude by May 1, 2014.

Applications for this process must use the following format for approval and proceed with the appropriate checklist procedure.

PROFESSIONAL DEVELOPMENT COURSE OF STUDY DEVELOPMENT FORMAT

This proposal should be approved before you invest work in developing the curriculum.

1. Develop an inviting name for the class and identify the instructor(s).

2. Begin with at least one PUSD data statement. (See data notebooks located in your building with the principal, or obtain a copy of your building CIP.) Include which facets of T4S this class would support.

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3. State rationale or research for the professional development. Be brief.

4. Identify an audience.

5. Identify duration of the class and proposed dates. Check the PD calendar for conflicts.

6. Describe content and work expectations. Submit to coordinator of professional development.

PUSD COURSES OF STUDYIn order for a course of study to be approved, it must meet three criteria. It must fit with a job-embedded goal (resulting in actual practice of the skill learned). It must align to the learners’ knowledge. (Method of participant selection must be delineated.) It must align to LEA or building CIP goals.

Course of Study Options

Description and Requirements

Learning Teams Learning teams are professional learning communities in which teachers work together to design instruction that will enrich student learning. As such, they should set their individual norms and protocols under which to operate. Learning teams are approved only for LEA or building continuous improvement plans and must meet and function as PLC’s with at least three members. An initial maximum of 30 hours at$30 an hour may be submitted for 301 monies. Three hours of individual times may be counted if the facilitator has requested this for outside preparation. When the total of 30 hours is obtained, the participant is eligible for the $300 bonus. The facilitator may then request that the team access an additional 15 hours of team time with justification. Members must establish a measurable goal, and all work required to meet that goal must be completed and signed off by the learning team facilitator before monies are apportioned. To ensure that the experience is job embedded, each member of the team must also submit at least one implementation

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record. This may be conducted by an instructional coach or by members of the team. The team must complete and submit a quarterly update to the professional development coordinator for each of the last three quarters of the year documenting progress toward the goal(s).Each team must be led by a trained facilitator who is responsible for all paperwork submission to the professional development coordinator, arrangements for implementation activities, and final submission of time logs. Learning teams must be pre-approved by the professional development coordinator with principal consultation before October 1, 2013. After approval, no changes or additions may be made.

District Classes District classes are on-going and foster job-embedded practice of the knowledge gained from the class. Attendance, completion of assignments, and one or more implementation records must be submitted for successful completion of the class experience. The implementation activity may be conducted by the class instructor or by an instructional coach. An initial maximum of 30 hours at $30 an hour may be submitted for 301 monies, but most classes will not be that extended. Three hours of individual times may be counted to include implementation records and preparation. A combination of classes may be taken for the 30-hour total. When the total of 30 hours is obtained, the participant is eligible for the $300 bonus. Staff is then eligible for an additional 15 hours of PD time for compensation. Each class will be led by a trained instructor who is responsible for submission of all paper work to the professional development coordinator. Participants may repeat a class if the instructor submits a plan for differentiation/extension.

Mini-Workshops Mini-workshops are offered by presenters who organize a group to discuss issues for growth or concern. Attendance at these workshops may be used to access 301 monies when the instructor submits a signed completion sheet. Use of the knowledge gained is encouraged to become job-embedded, and up to two additional hours may be accessed if the presenter or an instructional coach conducts an implementation record with the workshop participant. Compensation for attendance in mini-workshops is at $30 an hour. Mini-workshop hours may be included in the 30-hour total eligible for bonus pay or may be used for the additional 15 hours for compensation. All mini-workshops must be pre-approved by the professional development coordinator.

On-line Classes On-line classes may be taken with pre-approval from the building principal in consultation with the professional development coordinator. To access 301 monies, the pre-approval form and certificate of completion must be submitted, along with one implementation record to ensure that the new learning is job embedded. Compensation is at $30 an hour. Hours may be included in the 30-hour total eligible for bonus pay. When the 30 hours is attained, an additional 15 hours may be accessed through other district professional development opportunities.

Instructor/Facilitator Training

Facilitators must attend a one-hour orientation October 14 before beginning the learning team. Instructors must attend two hours of an adult learners’ class August 15, 2013.

Classes under Development:

Fred Jones Positive Classroom Discipline and Instruction Adult Learners Engagement/Motivation Roots and Affixes for Vocabulary Notice and Note LETRS Total Participation Techniques Technology Integration Differentiation Cognitively Guided Instruction 95% Syllable Types

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Critical Thinking in Math The Core Six Critical Reading Individual Portfolio Project AVID Path Training Collaborative Lesson Planning

Please contact Stacy Wadleigh if you are interested in enrolling in any of these classes or if you would like to become an instructor of a class addressing continuous improvement plan strategies and action steps.

PUSD LEARNING TEAM APPLICATION AND FORMS

2013 – 2014

Please Complete and Submit by October 1, 2013

What is the name of this learning team?

What is the approved PUSD topic addressed by this team, and what does current district data suggest as to the need to address this topic? How will this team support T4S attributes?

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Who are the facilitator and proposed members of this team? How were the members chosen? Are there at least three members?

What are the measurable goals of the learning team? Has everyone set an individual goal?

How will progress toward the goals be measured? What student data will be used to show progress?

How will you know that the goal has been met or plan to develop an action plan to continue progress toward that goal?

Approved ________________________________________ Date _________________ Professional Development Coordinator

Principal _________________________________________ Date _________________

Learning Team Individual Time/Meeting Logs (These are to be submitted by each member of the team at the conclusion. No Wednesday morning late-start time may be logged.)

Date of Meeting

Topics and Results Individual Time (in hours). No more than 3 IF pre-approved.

Team Time (In hours)

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Signature for verification ___________________________________ Date __________________ Team Member

Signature for verification ___________________________________ Date __________________

FacilitatorLearning Team Final Team Log (Submitted by April 30, 2013.)

Team Member Individual Time Team Time Total Number of Hours

Number of Implementation Logs (Submit)

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Signature _______________________________________ Date _________________ Learning Team Facilitator

Team members are reimbursed a maximum of 30 hours at $30 an hour for 301 monies. Team facilitators are reimbursed a maximum of 30 hours at $40 an hour for 301 monies. The

higher rate reflects additional planning and accountability. Members may exceed the 30-hour initial maximum if approved and for recertification hours. Hours may accrue for the 30-hour limit eligible for bonus pay.

Learning Team Quarterly Report One – Due December 13, 2013

Describe the most beneficial results of the team to this point. (You are encouraged to poll team members and examine data.)

Describe the status of the progress toward your team’s and individual goals?

What is the number of implementation logs you have gathered to this point?

Does your analysis of the implementation logs suggest that the knowledge and skills gained by the team

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will become job-embedded?

What suggestions do you have for improving this learning team process or your team’s progress?

Learning Team Quarterly Report Two – Due March 3, 2013

Describe the most beneficial results of the team to this point. (You are encouraged to poll team members and to examine data.)

Describe the status of the progress toward your team’s and individual goals?

What is the number of implementation logs you have gathered to this point?

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Does your analysis of the implementation logs suggest that the knowledge and skills gained by the team will become job-embedded?


Final Quarterly Report – Due April 30, 2013

Describe the most beneficial results of the team. (You are encouraged to poll team members and to examine data.)

Describe challenges that you encountered throughout the year. (You are encouraged to poll team members.)

Describe the status of the progress toward your team’s goals? Would you consider the goal met, and, if so, how did you measure that completion? Does an action plan need to be developed to continue progress toward the goal?

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Does your analysis of the implementation logs suggest that the knowledge and skills gained by the team will become job-embedded? What is your basis for your answer?


Have you received feedback from staff about your team’s results? If so, what was it? Would you recommend a similar team in the future?

Learning Team Facilitator Checklist

Procedure Date1. Submit a learning team application by October 1, 2013.2. Receive approval for team.3. Attend facilitator training October 14, 2013.4. Begin team meetings by sharing data and rationale.5. Submit quarterly report one.6. Submit quarterly report two.7. Support and collect implementation logs.8. Validate and sign individual logs.9. Validate and sign team log.10. Work with team to share results electronically to building administration and staff and professional development coordinator. 11. Submit final quarterly report and PD Feedback Form activity.

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12. Ensure that all paperwork has been submitted, including this checklist.

Signature __________________________________________ Date _____________ Facilitator

Signature ___________________________________________ Date _____________ Professional Development Coordinator

Learning Team Implementation Record

Teacher ________________________________ Observer ______________________________

Date __________________________ PD Focus _______________________________________

Grade Level/Subject _________________________________

Pre-Planning Meeting Summary (Identify data to be gathered):

Targeted Strategy:[ ] Directly team activities[ ] Influenced by team activities

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[ ] Obtained elsewhere

Data Gathered (attach additional form if needed):

Teacher Reflection:

Observer’s Reflection:

Targeted Date to Use Strategy Again:

[ ] I co-taught the lesson with the teacher.[ ] I observed the lesson.[ ] The teacher told me about the lesson during a conference.[ ] Describe alternate activity for non-classroom personnel ___________________________________ __________________________________________________________________________________

Observer: Coach/Evaluator/Facilitator/Team Member Signature ________________________________

PUSD CLASS APPLICATION AND FORMS

2013 – 2014

Please complete and submit for approval.

What does the data suggest as to the need for this class?

Does this class address CIP goals? If so, in what manner? What T4S attributes will this class support?

Attach your proposed scope and sequence (including dates, times, place). Check district PD calendar for conflicts.

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How will you measure that the knowledge gained is job-embedded? (Members must submit one implementation record, but you might suggest additional data.)

Attach an advertising flyer for your class.

Describe the level of knowledge participants need to have to enroll in the class, and describe the final goal for increased participant knowledge.

District Class Individual Time Logs (to be logged and submitted by each participant at the conclusion. No Wednesday morning late-start time may be logged.)

Date of Meeting

Topics and Results Individual Time (in hours). No more than 3.)


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Signature for verification ___________________________________ Date __________________

Instructor Final District Class Time Log (Submitted by instructor by April 30, 2012 or at class conclusion.)

Team Member Individual Time (May not exceed 3 hours for 301 payment.)

Assignments Completed for Logged Hours

Team Time

Total Number of Hours


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Signature _______________________________________ Date _________________ Instructor

Class members are reimbursed a maximum of 30 hours at $30 an hour for 301 monies. Class teachers are reimbursed a maximum of 30 hours at $40 an hour for 301 monies. The

higher rate reflects additional planning and accountability. No more than one hour of preparation per five hours of class may be added.

Members may exceed the 30-hour initial maximum if approved and for recertification hours.. Hours may accrue for the 30-hour limit eligible for bonus pay.

Checklist for PUSD Instructor of Certified ClassesProcedure Date

1. Complete and submit a class pre-approval form to the PUSD Professional Development Coordinator.

2. Receive pre-approval notification.3. Submit a syllabus and a data analysis of the need for the class for approval

from the PUSD Professional Development Coordinator.4. Receive approval for the syllabus.5. Prepare and submit to the PUSD Professional Development Coordinator an

advertising flyer for the class. Please note that the flyer must state whether the class hours can be applied toward 301 monies or whether the class hours are only for ADE recertification.

6. Once approved, distribute flyer to appropriate staff. Be clear in the flyer that monies available are from the 301 monies with a 30-hour limit.

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7. Submit spreadsheet containing the names of all individuals enrolled in the class. Submit a separate spreadsheet for classified and certified enrollees.

8. Determine location and make security arrangements for class with notification to enrollees.

9. Teach the class. Reiterate to all certified participants that they will receive a certificate upon completion which may be applied toward their PD hours for 301 funds. This is not paid to the certified staff until the end of the school year unless specifically requested. Classified staff is not eligible for PD pay from 301 monies, but may be eligible to apply the time toward salary growth. A salary growth pre-approval form must be prepared and approved by their respective supervisor(s) and the assistant superintendent prior to the beginning of the class. Have a sign-in form for each class.

10. Submit a complete curriculum of the class with a release for PUSD to use materials with a time card for curriculum development (maximum of 7).

11. At the conclusion of the class, please note on the spreadsheet(s) the number of hours each staff member attended and make sure that the sign-in sheet(s) are attached to the spreadsheet(s) when submitted and electronically sent to the Professional Development Coordinator. Be sure to include your name as the facilitator of the class on the spreadsheet and any sign-in sheets.

12. Submit completed implementation records for all participants.13. Completion certificates will be prepared based on the information provided

by the facilitator. Once completed, certificates will be sent electronically to participants.

14. Submit an evaluation activity packet , and obtain signature on the Checklist for PUSD Facilitators for Certified Classes from the PUSD Professional Development Coordinator that all steps are complete for release of 301 monies.

Completed: _________________________ ____________

Professional Development Coordinator Date* Non-certified personnel may take classes for certified salary growth credit with a pre-approval form.* Substitutes may take classes for re-certification only.* Any instructor wishing to exceed the 30-hour limit for 301 monies must submit and obtain approval from the professional development coordinator.

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District Class Implementation Record


Date __________________________ PD Focus _______________________________________

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Targeted Strategy:[ ] Directly from training[ ] Influenced by training[ ] Obtained elsewhere


Teacher Reflection:



[ ] I co-taught the lesson with the teacher.[ ] I observed the lesson.[ ] The teacher told me about the lesson during a conference.[ ] Describe alternate activity for non-classroom personnel ___________________________________ __________________________________________________________________________________

Observer: Coach/Evaluator/Facilitator/Team Member Signature ________________________________

PUSD MINI-WORKSHOP APPLICATION AND FORMS

2013 – 2014

Please complete and submit for approval.

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What does the data suggest as to the need for this workshop?

Attach your proposed scope and sequence (including dates, times, place). Check district PD calendar for conflicts.

How will you measure if the knowledge gained is job-embedded? (Members may choose to complete implementation records.)

Attach an advertising flyer for your workshop.

Describe the level of knowledge participants need to have to enroll in the class, and describe the final goal for increased participant knowledge.

Individual Logs (to be submitted by each member of the workshop at the conclusion). No Wednesday morning late-start time may be logged.)

Date of Meeting

Topics and Results Individual Time on Implementation Record


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Signature for verification ___________________________________ Date __________________ Instructor

Final Mini-Workshop Class Time Log (Submitted by teacher at the conclusion.)

Team Member Individual Time (May not exceed 2 hours for 301

Team Time Total Number of Hours


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payment.)

Signature _______________________________________ Date _________________ Instructor

Mini-Workshop Instructor Checklist

Procedure Date1. Submit a mini-workshop application.2. Receive approval for workshop

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3. Begin workshop.4. Validate and sign individual logs.5. Validate and sign workshop log and include a PD Feedback form activity packet.6. Ensure that all paperwork has been submitted, including this checklist.

Signature ___________________________________________ Date _____________ Professional Development Coordinator

Workshop members are reimbursed a maximum of 30 hours at $30 an hour for 301 monies. Mini-workshop facilitators are reimbursed a maximum of 30 hours at $40 an hour for 301

monies. The higher rate reflects additional planning and accountability. Members may exceed the 30-hour maximum for recertification hours only.

Mini-Workshop Implementation Record


Date __________________________ PD Focus _______________________________________

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Targeted Strategy:[ ] Directly from training[ ] Influenced by training[ ] Obtained elsewhere


Teacher Reflection:



[ ] I co-taught the lesson with the teacher.[ ] I observed the lesson.[ ] The teacher told me about the lesson during a conference.[ ] Describe alternate activity for non-classroom personnel ________________________________________________________________________________________________________________________

Observer: Coach/Evaluator/Facilitator/Team Member Signature _______________________________

Certified Classroom Site Fund/Recertification Pre-approval Form**1. One form per course or activity to be completed by employee.2. Form is given to principal and professional development coordinator for pre-approval.3. Complete the course with a minimum grade of C or obtain a district-approved certificate of completion.

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4. Submit an implementation record.

Name: Date: School: Principal:

Course Provider:

Training Topic/Dates:

Page Unified School District department area addressed by this activity: Content Knowledge Literacy Effective Instruction Cultural Awareness Student Engagement Lesson Planning/Literacy Effective Assessments Relevant Objectives Technology Curriculum Development

Request is for ____ seat hours.

Method used to validate completion: (Transcript, Certificate of Completion, Instructor Letter, Attendance Roster, Grade Report, etc. Must be filed with the professional development coordinator before classroom site funds may be accessed.)

Applicant Signature: Date:

Supervisor Signature: Date: (Prior Approval Required)Coordinator of Professional Development: Date:

(Prior Approval Required)Activity Justification:

** These hours may not be used for growth on the salary schedule unless pre-approved as per policy by the superintendent. Otherwise, hours accumulated will be applied toward professional development (classroom site fund/301 monies) or ADE re-certification.

Classified Salary Growth Application1. One form per course or activity to be completed by employee.2. Employee takes the form to Human Resources for approval of the activity by policy.3. Employee takes the form to the principal/supervisor.

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4. Principal/supervisor forwards the form to the Assistant Superintendent.5. Complete the course with a minimum grade of C or obtain a district-approved certificate of completion. 6. Coursework completed by August 31 must be verified with transcript or certificate and submitted to the HR office by October 1.

Name: Date:

School: Supervisor:

Course Provider: ______

Training Topic/Dates:

Page Unified School District department area addressed by this activity: Nutrition Transportation Effective Instruction/Literacy Cultural Awareness Business Office Custodial Maintenance Technology Grounds

Request is for ____ semester credit hours.

Salary growth compensation is at the rate of one step advancement on the salary schedule for each six semester credit hours or ninety seat hours of approved professional growth credit.

Method used to validate completion: (Transcript, Certificate of Completion, Instructor Letter, Attendance Roster, Grade Report, etc. Must be filed with the HR Office before obtaining salary advancement.)

Human Resources Signature: _____________________________________ Date: _______________________

Applicant Signature: Date:

Supervisor Signature: Date: (Prior Approval Required)

Assistant Superintendent Signature: Date: (Prior Approval Required)

Activity Justification:

Professional Development Feedback Form

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We value you and your feedback!

Please check the column that would best rate or answer the questions in each section.

Yes Somewhat No1. Did you like the activities?

2. Was your time well spent today?

3. Did the material make sense?

4. Was the leader(s) knowledgeable and helpful?

5. Was the room comfortable?

6. Will the materials taught, practiced, or developed be useful to you?

Please answer these narrative questions.

7. Please provide one piece of constructive feedback that could make this training more effective.

8. List one strategy/skill/new thinking that you learned today that you will use.

Level Two Scope and Sequence

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2013 – 2014 – ELA & Math

Semester One – Critical Reading Toolbox for ELAThe Concept (T4S ) Teacher Strategy Student Skills

Selecting a text and defining a reading/re-reading purpose (communicating standards and objectives/formative assessment)

Develop a content-based and skill-based learning outcome with frequent formative assessments Purposefully select complex text that can be used to teach specific academic skillsEstablish a purpose for readingCraft a prompt to help communicate the purpose for reading

Comprehend and articulate the objective for the text before and during the readingUsing wide range of texts, articulate the match between text and academic skill or strategyIdentify the most important conceptAnalyze strategies most helpful to comprehensionEngage in purpose-driven reading

Establishing the learning environment for reading (making learning relevant)

Set the context for the assignment and use teacher vs. text decisionsEncourage students as they engage in rigorous academic course workMaintain high expectations for reading and writing exercisesIncrease opportunities for students to discuss texts

Comprehend the relevancy of the topic and objectiveEngage in close reading under direct instruction with teacher modelingModel processes and strategies for othersSocratic seminars, philosophical chairs, TPS, TIPS, white boarding

Preparing for the reading (emphasize key vocabulary/ verbal scaffolding)

Engage students in pre-reading activitiesStudy the author’s personal, professional and/or academic experiencesPre-teach/review important wordsExamine the historical and rhetorical contextsTeach historical and rhetorical contexts

Closely examine and identify print featuresPrediction ,KWL, organizational features,, quick writes, pre-surveys30-second experts, before and after reflectionsCreating word walls & Identifying roots and suffixes

Selecting Active Reading Strategies (student engagement)

Second and subsequent reads with alternative purposesMarking the text

Clarifying Connecting visual information to surrounding textCategorizing and organizing informationPausing to connect ideas within the textCharting the textVisualizing ideasSummarizing and responding to the text

Supporting and accessing the reading tools (instructional scaffolding)

Teach specific reading strategies that help students

Active readingSix sign posts

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understand the textModel active reading strategies using technologyAssign group work as part of the reading activitiesAccess students’ ability to actively read and comprehend the text

Accounting for an author’s claimAnalyzing an author’s evidenceSay, Do, MeanInvestigating writer’s choices Writing promptsTwo-column note-takingSentence starters and templatesRhetorical précis3-part source integrationWriting to learnStep Up to WritingLearning logs4-2-13 X 3 writing frameTop-hat organizer

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Semester One – Critical Reading Toolbox for MathThe Concept (T4S ) Teacher Strategy Student Skills

Testing Assertions and Misunderstandings (communicating standards and misconceptions, emphasize key vocabulary, verbal scaffolding, formative assessment)

Always, sometimes, never true?Daily re-looping of previously learned materialModel thinkingPurposefully select complex text that can be used to teach specific academic skillsProviding multiple representationsCraft a product response for student to create problems

Response journalsReciprocal peer tutoringGraphic organizersStudent-developed glossariesThink-aloud’sEngage in purpose-driven readingCreating multiple representationsEvaluating mathematical statements

Engaging Rich Mathematical Problems (making learning relevant, instructional scaffolding, student engagement,

Set the context for the assignment and use teacher vs. text decisionsEncourage students as they engage in rigorous academic course workMaintain high expectations for reading and writing exercisesIncrease opportunities for students to discuss problems and solutions through collaborationLow threshold/high ceilingScaffoldingPlanning for effective questioning Explicit problem-solving instructionEmphasize real-life application.

Comprehend the relevancy of the topic and objectiveEngage in critical reading of mathematical problems to deconstruct under direct instruction with teacher modelingModel processes and strategies for othersSocratic seminars, philosophical chairs, TPS, TIPS, white boarding, circle of knowledgeEngaging in math skills through gamesThink aloud’sModification of problems to create alternate solutions.

Semester Two – Critical Thinking Toolbox for ELA

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The Concept (T4S ) Teacher Strategy Student SkillsInference (formative assessment/student engagement)

Direct instruction on examining information closelyDirect instruction of looking for hidden relationshipsModeling generating tentative hypothesesModeling drawing implicit conclusions

Critical reading and rereadingIdentify hidden relationshipsSocratic seminars, TPS, TIPS, philosophical chairsGenerate hypotheses/predictionEngage in purpose-driven reading

Evidence (communicating standards and objectives/student engagement)

Direct instruction of seeking out information to support hypothesesDirect instruction and modeling of collecting and considering evidence that runs counter to the hypothesis for reading and writing exercisesDirect instruction and modeling of refining the hypothesis

Comprehend the relevancy of the topic and objectiveDefend hypothesesConstruct support/refute organizersArticulate the difference between argument and persuasionAnalyze evidence from primary and secondary writing Defend the worth of a literary workSocratic seminars, philosophical chairs, TPS, TIPS, white boardingMultiple document writingInductive writing

Academic Vocabulary (making learning relevant/emphasize key vocabulary/verbal scaffolding/student engagement/instructional scaffolding)

Select and teach academic and domain-specific words and phrases and prioritize themDirect instruction and modeling of determining key attributes and relationships among academic vocabulary wordsDirect instruction and modeling of organizing key terms into a schema that suggests the larger structure of the contentDirect instruction and modeling of vocabulary’s CODE

Create groups and labelsEngage in vocabulary’s CODEPrediction, KWL, organizational features,, quick writes, pre-surveys30-second experts, before and after reflectionsCreate word walls &Identify roots and suffixes

Semester Two – Critical Thinking Toolbox for Math

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The Concept (T4S ) Teacher Strategy Student SkillsInferenceReasoning and Explaining (formative assessment/student engagement/student engagement)

Direct instruction on examining information closelyDirect instruction of looking for hidden relationshipsModeling generating tentative hypothesesModeling drawing implicit conclusionsEffective questioningFostering and managing collaborative work

Deconstructing math problemsIdentify hidden relationshipsSocratic seminars, TPS, TIPS, philosophical chairsGenerate hypotheses/prediction/what/if’sThink aloud’sRevising structured problemsCGI

EvidenceModeling and Using Tools communicating standards and objectives/student engagement)

Direct instruction of seeking out information to support hypothesesDirect instruction and modeling of collecting and considering evidence that runs counter to the hypothesis Direct instruction and modeling of refining the hypothesisFostering and managing collaborative work

Evaluating mathematical statementsDefend hypothesesConstruct support/refute organizersTop hat organizerAnalyze evidence from primary and secondary writing Defend the worth of a literary workSocratic seminars, philosophical chairs, TPS, TIPS, white boardingMultiple document writingInductive writing

Academic VocabularySeeing Structure and Generalizing(making learning relevant/emphasize key vocabulary/verbal scaffolding/student engagement/instructional scaffolding)

Select and teach academic and domain-specific words and phrases and prioritize themDirect instruction and modeling of determining key attributes and relationships among academic vocabulary wordsDirect instruction and modeling of organizing key terms into a schema that suggests the larger structure of the contentDirect instruction and modeling of vocabulary’s CODECreate real-life problems

Create groups and labelsEngage in vocabulary’s CODEPrediction, KWL, organizational features,, quick writes, pre-surveys30-second experts, before and after reflectionsCreate word walls &Identify roots and suffixes

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Documents

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