NPFE PDP-10.22.14 rvd - npcollegeprep.orgnpcollegeprep.org/wp-content/uploads/2014/12/CollegePrep...Skill!Level!with!Use!of!Technology!Integration!in!the!Classroom………………………

km0

New Paradigm for Education Professional Development Plan

2014-‐‑2015

2014-‐‑2015

kmb2014-‐‑2015 New Paradigm For Education

Table of Contents

Instructional Model………………………………………………………………………….…..pg. 2-‐‑3

Statement of Purpose……………………………………………………………………….……pg. 4

Committee Members……………………………………………………………………….……pg. 5

Overview…………………………………………………………………………………….……pg. 6-‐‑7

Types of Professional Development Activities………………………………………….…….pg. 7-‐‑8

Needs Assessment Survey……………………………………………………………….………pg. 9

Additional Staff Development Opportunities…………………………………………………pg. 9-‐‑10

Top Personal Priorities for Professional Improvement……………………………….………pg. 10

Follow Up Activities Staff Have Participated In………………………………………………pg. 10

Preferences for Professional Development…………………………………………………….pg. 10

Skill Level with Use of Technology Integration in the Classroom…………………………..pg. 11

Reading Professional Development…………………………………………………………….pg. 11

Language Arts Professional Development……………………………………………………..pg. 11

Mathematics Professional Development………………………………………………………..pg. 11

Science Professional Development………………………………………………………………pg. 12

Social Studies Professional Development………………………………………………………pg. 12

Technology Tools Training & Resources………………………………………………………..pg. 12

Future Technology Tools & Resources…………………………………………………………..pg.13

Usage of Interactive Tools in the Classroom…………………………………………………….pg. 13

Professional Development Schedule……………………………………………………………..pg.14

Rvd 10.2014 kmb


Instructional Model

Rvd 10.2014 kmb


Clear Goals

• Unpacking Standards (Intentional) • Planning vs. Prepared • Planning:

o Thinking behind it o DOK /rigor o Measurable

• Prepared: o Materials o Hands-‐‑on

Effective Instruction

• Shared Ownership • Leadership Opportunities • Differentiated • Cross Curricular (literacy strategies) • Core Strategies • Marzano Strategies

Data Drive

• Formative / Summative • Learning Communities • Feedback (75 strategies) • Peer conferencing • Data Presentations • Operational Data

o PBIS o Teacher Attendance o Solutions

Timely Intervention

• Solutions o Tutoring o SPED o After school tutoring o During the day tutoring o Summer school

• Process of Solutions

Celebration

• All Levels (classroom to district)


Statement of Purpose

New Paradigm for Education values professional development as fundamental to the success of the district. Professional development increases educators’ knowledge and enhances their professional skills, educators’ understanding and appreciation for the varied needs of students, enhances educators’ capacity to facilitate the learning success of all students. This Professional Development Master Plan has been developed to provide the structure and means through which educators continuously enhance their professional competency and simultaneously satisfy the Michigan Standards for Ensuring Excellent Educators and maintaining the appropriate Michigan certification. The primary aim of this Master Plan is the enhancement of learning for all students. As a means to that end, the procedures and tools of this plan are intended to facilitate the individual and collective growth of all district educators. This plan recognizes that high quality professional development that improves the learning of all students is:

� driven by the results of a regular and systematic analysis of a variety of data and information on student learning

� focused on the effective implementation of research-‐‑based educational practices responsive to the unique learning needs and styles of each individual educator

� best accomplished through the development of collaborative learning communities whose goals are aligned with the improvement priorities of the district.


Professional Development Committee Members:

Teachers/Professionals:

• April Angle • Crystal Croom • Markus Lincoln • Pamela Love • Caitlin Opferman • Briana Thomas

• Molly Russell • Nicole Provident • Mellisa Bralock • Stephen Shier • Tiffany Stano

Administrators:

Principals

• Gail Withers • Paul Szymanski • Matthew Stewart • Natalie Turner • Robert Hines • Ronald Newton • Tamara Collins

Director of Curriculums

• Kimberly Bland

Special Education Coach

• Nakedia Shelman


Coaches:

• Kelly Carlin • Eugene Collins • Sara Fortier • Angela Mallory • Melanie McIntosh-‐‑Boueiti • Chrysantha Norwood

• Talana Perry • Candice Pistolesi • Evelyn Robinson • Keichea Shauntee-‐‑Wilson • Shannon Ware • Nekishia Woods

Overview

The purpose of this comprehensive plan is to promote student achievement by providing learning opportunities for staff, aligned with building and District goals, as well as address the professional needs of all staff. The intent of the Professional Development Plan is to continue to improve the quality of teaching and learning by ensuring that teachers participate in substantial, on-‐‑going professional development in order to remain current with their profession and to meet the diverse learning needs of their students. We also recognize the necessity of ensuring teachers stay current with innovative techniques, strategies and technology for students to become global citizens. This plan is an integral part of a comprehensive district-‐‑wide plan for continuous improvement.

Harvard researcher Ronald Ferguson (2006) examined five challenges to consider in achieving and sustaining effective teacher professional development. These challenges include:

µ Introducing new activities in ways that inspire buy-‐‑in; µ Balancing principal control with teacher autonomy; µ Committing to ambitious goals; µ Maintaining industriousness in pursuit of those goals; µ Effectively harvesting and sustaining the gains that are realized.

Goals:

Goal 1: Designing Professional Development-‐‑Professional development design is based on data; is derived from the experience, expertise and needs of the recipients; reflects best practices in sustained job-‐‑embedded learning; and incorporates knowledge of how adults learn.


Goal 2: Content Knowledge and Quality Teaching-‐‑Professional development expands educators’ content knowledge and the knowledge and skills necessary to provide developmentally appropriate instructional strategies and assess student progress.

Goal 3: Research-‐‑based Professional Learning-‐‑Professional development is research-‐‑based and provides educators with opportunities to analyze, apply, and engage in research.

Goal 4: Collaboration-‐‑Professional development ensures that educators have the knowledge,skill, and opportunity to collaborate in a respectful, trusting environment.

Goal 5: Diverse Learning-‐‑Professional development ensures that educators have the knowledge and skill to meet the diverse learning needs of all students.

Goal 6: Students Learning Environments: Professional development ensures that educators are able to create a safe, secure, supportive and equitable learning environments for all students.

Goal 7: Parent, Family and Community Engagement: Professional development ensures that educators have the knowledge, skill, and opportunity to engage and collaborate with parents, families, and other community stakeholders as active partners in children’s education.

Goal 8: Data-‐‑Driven Professional Practice-‐‑Professional development uses disaggregated student data and other evidence of student learning to determine professional development learning needs and priorities, to monitor student progress, and to help sustain continuous professional growth.

Goal 9: Technology-‐‑Professional development promotes technological literacy and facilitates the effective use of all appropriate technology.

Goal 10: Evaluation-‐‑Professional development is evaluated using multiple sources of information to assess its effectiveness in improving professional practice and student learning.

Types of Professional Development Activities

New Paradigm For Education District encourages its professional staff to participate in learning activities that foster professional learning and growth. The purpose of professional development is for staff to engage in meaningful and ongoing activities in a collaborative learning community with the goal of improving instruction and student achievement.

Research supports professional development that:


z Deepens teachers’ knowledge of content and how to teach it to students. z Helps teachers understand how students learn specific content. z Provide opportunities for active, hands-‐‑on learning. z Enables teachers to acquire new knowledge, apply it to practice, and reflect on

the results with colleagues.

z Is part of a school reform effort links curriculum, assessment and standards to professional learning

z Is collaborative and collegial. z Is intensive and sustained over time

(Darling-‐‑Hammond,L., & Richardson N. 2009)

The following activities support self-‐‑directed learning, the development of pedagogical skills and content knowledge, collegiality, and self-‐‑reflection.

z Action Research z Articulation Meetings (vertical & horizontal alignment) z Classroom Modeling (On-‐‑going support by expert & consultant) z Teacher Tubes & Real Time Coaching z Participation in Professional Organizations z Pre and Post-‐‑Observation Meetings z Coach Presentations & Professional Learning Community Meetings z Collaborative Planning z Professional Conferences z Professional Portfolios z Writing Across the Curriculum z School Visitation & Peer Review z School-‐‑University Partnerships z District-‐‑School Based Leadership Teams z Grade Level & Executive Team Meetings z Coaching & Mentoring Program z Teachers Summer Institute z Members of State-‐‑Wide, National Boards & Committees z Self-‐‑Evaluation & Self-‐‑Reflection


Needs Assessment Survey:

Members of the Executive Leadership team developed a comprehensive Needs Assessment Survey designed to elicit feedback from teachers to identify their professional development needs. This on-‐‑line survey was administered to all the teachers in the Spring of 2014. A total of 27 teachers responded to the survey and the survey consisted of 19 questions.

Summary of Results:

Current Employment:

3.7% taught Pre-‐‑Kindergarten; 33.33% taught Primary Grades, K-‐‑2; 25.93% taught grades 3-‐‑5; 29.63% taught Middle School, 6-‐‑8; 7.41% taught Fine Arts.

Additional Effective Instructional Strategies and Teaching Methods:

Staff indicated they would like additional professional development in the following areas: Mathematics, 53%; Reading, 42.31%; The Arts, 19.23%; Science, 38.46%; Social Studies, 34.62%; Language Arts, 50%; Foreign Language, 3.85%; Physical Education, 3,85%; Differentiated Instruction, 69.23%.

Additional Staff Development Opportunities (General):

Staff indicated they would like professional development in the following areas: Differentiated Instruction, 51.85%; Student engagement and motivation/classroom climate, 48.15%; RTI/identifying early interventions to help struggling students, 44.44%; Effective methods for improving student behavior in the classroom, 40.74%; Teaching and addressing the needs of students with special needs and/or disabilities, 40.74%; Effective use of technological resources to improve teaching practice and student learning, 33%; Addressing the instructional needs of students that have been identified as gifted, 29.63%;

Strategies for involving families in their child’s education, 29.63%; Conflict Resolution, 22.22%; Classroom Instruction that Works (Marzano), 22.22%; Common Core, 22.22%;


Essential Math, 18.62%; Curriculum Integration/Project Based learning, 14.81%; Science, 11%; Brain Compatible Teaching and Learning, 11%; Service Learning, 11%; Cornell note taking, 11%; Professional Learning Communities, 11%; Socratic Seminars and other college readiness strategies, 7.41%; Art & Science of Teaching, 7.41%; Research based practices, 3.70%; Teaching strategies for block scheduling, 3.70%;

Top Personal Priorities for Professional Improvement:

Teachers indicated the following personal priorities:

Helping students practice and deepen new knowledge-‐‑58%; Engaging and motivating students-‐‑50%; Unpacking the Common Core Standards-‐‑38%; Effective classroom management/rules and procedures-‐‑33%; Literacy strategies(reading and writing across the curriculum)-‐‑33%; Special Education-‐‑academically gifted students-‐‑29%; Special Education-‐‑students with disabilities-‐‑25%; Establishing relationships with students and high expectations for all-‐‑21%; Helping students test and generate hypotheses-‐‑17%; Research based best instructional practices-‐‑12%; RTI/closing the achievement gap-‐‑8%; Lesson Planning-‐‑8%.

Follow Up Activities Staff Have Participated In:

Staff indicated they participated in the following activities: Coaching 61%; Web-‐‑Based Support (including webinars, email support, blogs and wikis) 39%; Demonstration Lessons, 28.

Preferences for Professional Development:

The following were indicated: Online delivery, 19%; Informal Study Groups or Study Groups, 31%; Traditional Face-‐‑to-‐‑Face, 19%; Blended Learning (a combination of face-‐‑to-‐‑face & online) 62%.


Skill Level with Use of Technology Integration in the Classroom:

The staff rated themselves in the following categories: Proficient/Skillful, 52%; Average, 26%; Novice/Beginner, 15%; Expert, 8%.

Reading Professional Development:

Staff indicated they could benefit from additional content specific areas in reading-‐‑ Notetaking/Foldables, 27%; Science Experiments, 27%; Success For All, 27%; Unpacking Standards/Writing Learning Goals and Scales, 27%; Literature Circles, 27%; TCI-‐‑online, 23%; Effective Use of Curriculum Resources, 23%; Common Core State Standards, 23%; Text Complexity, 15%; Reading Textual Evidence, 15%; Reading Strategies, 15%; Guided Reading , 12%; Social Studies, 12%; Word Etymology, 12%; MemberCenter Training, 12%; Classroom Setup, 8%.

Language Arts Professional Development:

Staff indicated they could benefit from additional content specific area in language arts-‐‑ Six Traits of Writing, 46%; Performance-‐‑based assessment & grading, 42%; Literature Circles, 35%; Unpacking standards/writing learning goals and scales, 31%; Effective use of curriculum resources (curriculum maps & technology tools), 31%; K-‐‑12 Writing Continuum Across the content areas, 27%; Common Core State Standards, 27%; Comprehensive Instructional Sequence, 27%; Grammar, 23%; Content Based Reading Strategies, 23%; Text Complexity, 19%.

Mathematics Professional Development:

Staff indicated they could benefit from additional content specific professional development in mathematics-‐‑ Differentiated Instruction & Guided Math, 48%; CCSS for Mathematics-‐‑teaching for depth and understanding, 44%; Effective use of curriculum manipulatives (curriculum maps & technology tools) 44%; Performance Based Assessment & Grading, 35%; Progress Monitoring Tools, 30%; Content Based Reading


Strategies, 26%; Unpacking Standards/Writing Learning Goals and Scales, 26%; NGSSS for Mathematics-‐‑teaching for depth and understanding, 17%.

Science Professional Development:

Staff indicated that they could benefit from additional content area specific science professional development-‐‑Inquiry Based Science Instruction, 48%; Project Based Science Instruction, 43%; Effective use of curriculum tools (curriculum maps & technology tools), 33%; Progress Monitoring Tools, 29%; Performance Based Assessment & Grading, 29%; Science Curriculum Resources-‐‑new science textbooks, 29%; Content Based Reading Strategies, 24%; CCSS Content Literacy, 24%; Unpacking Standards/writing learning goals & scales, 19%; NGSSS for Science, 14%; Physical Science, 10%.

Social Studies Professional Development:

Staff indicated that they could benefit from additional content area specific social studies professional development-‐‑Unpacking Standards/Writing Learning Goals & Scales, 42%; Dilemma Inquiry based Instruction (DBQs), 37%; Effective Use of Curriculum Tools (curriculum maps & technology tools) 37%; Social Studies Curriculum Resources-‐‑new social studies textbooks, 37%; Performance Based Assessment & Grading, 32%; NGSSS for Social Studies, 16%; CCSS Content Literacy, 16%.

Technology Tools Training & Resources:

Staff indicated they would like training with the following technology tools & resources-‐‑ Scoot Pad, 39%; Schoolzilla, 35%; Interactive Whiteboard (Smartboard, Mimio)31%; School City, 31%; Internet-‐‑Interactive Websites, 31%; Classroom Webpages, 27%; Podcasting, 27%; elearning/Moodle, 23%; A-‐‑Net, 19%; Discovery Education, 19%; Ipod/Ipad, 19%; eSchool, 15%; Accelerated Math, 15%; CPS/Clickers, 15%; Web 2.0 Tools, 15%; Nettreker, 15%; Edmodo, 15%; LCD Projector, 12%; Teaching Books.net, 12%; Accelerated Reader, 12%; SuccessMaker, 12%; Study Island, 12%; Skype, 8%; Digital Cameras, 8%; Document camera/elmo, 8%; Blog, 8%; Slate, 8%; Wiki, 0%.


Future Technology Tools & Resources:

Staff indicated they would like to see the following technology tools & resources implemented next year-‐‑ Classroom webpage, 60%; Moodle/eLearning, 35%; Wordle, 20%; Edmodo, 20%; Blog, 10%; VoiceThread, 10%; None, 5%; Wiki, 0%.

Usage of Interactive Tools in the Classroom:

Staff indicated they used the following interactive tools in the classroom this year-‐‑ Classroom Performance System (CPS), 5%; Other Clicker Systems (Senteo, Quizdom, etc.), 14%; Interactive Whiteboard (Smartboard, Promethean, Mimio), 27%; Slate, 14%; Document Camera (Elmo), 64%; IPod/IPad, 36%; Skype, 9%; Podcast, 5%; Apple TV, 5%; Discovery Education Science, 9%; None, 18%.

Finally, staff with 3 years or more of teaching experience with New Paradigm for Education were asked to rate the following items based on the helpfulness or importance for academic year, 2014-‐‑15 school year for a new teacher. 15 respondents answered the following:

New Teacher Orientation, 66% Assignment of Mentor Teacher, 83% Administrative/District Curriculum, 50% District/Curriculum Resources, 58% Classroom Management, 82% Parent Communication Tools, 50% Workshop Offerings for New Teachers, 58% Pre-‐‑Employment Orientation, 42% Technology Hardware Trainings (LCD projector, audio enhancement system,

electronic whiteboard, clickers, etc.), 33% Technology Software Training (Accelerated Reader, STAR Reading, Education

City, FASST Math, Math Facts in a Flash), 25%


Professional Development Schedule

NEW PARADIGM FOR EDUCATION PROFESSIONAL DEVELOPMENT CALENDAR

2014-‐‑2015 SCHOOL YEAR

Professional Development Schedule August Teacher Induction Training

4 Classroom Management to Support the 21st Century Classroom 5 Learning Environments 6 IB Mallory (6-‐‑12) 8:00-‐‑10:00 6 Common Core Unpacking Standards 10:00-‐‑4:00

August Teacher PD Training 7 Human Resource and Vendors 8 Silk Road’s and Heart Beat 8 TCI Online 8 History / SS Only Online 11 Stem Scopes Launch 11 Teacher Effectiveness: Improving Student Achievement K-‐‑12 12 Stem Scopes Scientific Investigation 12 Teaching Critical Vocabulary K-‐‑12 13 SFA ELA Only 6-‐‑9 13 Differentiating Instruction: Starting a New Journey Teachers with 1

or 2 years of teaching

14 DIA-‐‑ The Visual Thinking (Fine Arts) 14 SFA ELA Only 6-‐‑9 14 Differentiated Instruction: Continuing Journey – Teachers with 3 or

more years of teaching

15 SFA GAT 2 ELA Only 15 Formative Assessment 15 Academic Approach 18 Progress In Math 18 IB Overview (2 hour 8:30-‐‑10:30) 6-‐‑12 18 Stem Scope – The Conundrum of Questioning


Professional Development Schedule

NEW PARADIGM FOR EDUCATION PROFESSIONAL DEVELOPMENT CALENDAR

2014-‐‑2015 SCHOOL YEAR

Professional Development Schedule August Teacher PD Training

18 Content Subject Training Math (starting at 10:45) 6-‐‑12 18 Content Subject Training Humanities (starting at 10:45) 6-‐‑12 18 Content Subject Training Science (starting 10:45) 6-‐‑12 19 Writing K-‐‑5

19-‐‑21 Planning K-‐‑5 19-‐‑21 Planning 6-‐‑12 22 SFA Solutions 6-‐‑12 (DEPSA Only) 22 DEPSA, Loving, Glazer, Early College Prep Work in rooms/building K-‐‑5 27 Technology Integration (8:30-‐‑10:30) K-‐‑2 27 Technology Integration (10:45-‐‑12:00)

(Lunch 12:00-‐‑1:00 Return 1:00-‐‑1:30) 3-‐‑5

27 Technology Integration (1:30-‐‑3:30) 6-‐‑12 October Fall PD Schedule Teachers

3 Reading Common Core Planning K-‐‑5 3 Core Subject Planning 6-‐‑8 3 Academic Approach Planning 9-‐‑12 31 Stem Scopes K-‐‑5 31 Technology Planning 9-‐‑12

November 17 Data Review 19 Schedule Calendar

February Winter PD Schedule 13 Schedule Calendar April Spring PD Schedule 2 Schedule Calendar 22 Data Review

Documents

NPFE PDP-10.22.14 rvd - npcollegeprep.orgnpcollegeprep.org/wp-content/uploads/2014/12/CollegePrep...Skill!Level!with!Use!of!Technology!Integration!in!the!Classroom………………………