Professional Development Plan

PCS-PTCRNPresented by: Jocelyn Artinger

Overview of Presentation• School Background

• Previous Plan

• Adaptive Challenge

• Updated Plan

School Background• Charter school opened in 2012

• Over 250 students– Coming from several school districts including Penn Hills, Woodland

Hills, Gateway, East Allegheny, Pittsburgh Public, and McKeesport.

– 60% African American, 39% White, 1% Other

– 60% students qualify for free or reduced lunch

– Over 20% students have an IEP

School Background cont.• Staff

– 18 teachers (general education and special education)

– Three Paraprofessionals

– One Literacy Coach

– One Guidance Counselor

– Two Administrators

– One Administrative Assistant

– Two AmeriCorps members

– Several other building support personnel

Previous Professional Development • All teachers are required to work 220 days

– Ten PD days at the beginning of the school year

– Professional development during these days covered content specific topics, culture, mission building.

– Ten embedded days during the school year

– Focus on the UICs

– Five additional days

• SY 2012-2013 District wide focus on the Universal Instructional Components:– What is happening in the classroom? What does it look like? Teacher and

student roles? Curricular focus? Percentage of time spent in each UIC?

Previous Professional Development cont.• PCS Universal Instruction Components (UIC)

Think Aloud

/Modeling

Explicit Instructio

n

Guided Practice

and Exploration

Small Group Exploration,

Application and Actualization

Individual Application

and Actualization

Whole Group, Small Group and One-on-one

Small Group Individual 

Assessment/Feedback/Re-teaching 

Personalization

All Instructional Design includes a distinct Beginning, Middle and End

Previous Professional Development Plan cont.• What we have done so far…

  Topic Covered Rationale Follow-Up

Aug. PD Introduction to the UICs and Lesson

Plan Template

Examine what the UICs are and how they fit into the lesson plan template.

(2 Hours)

Observe lesson plans and classrooms to

check for understanding.

Sept. PD How do the UICs fit into my classroom?

Illustrate to teachers how the UICs fit into an instructional block and what each

component looks like. (2 Hours)

Provide feedback on how each teacher is

implementing the UICs/

Oct. PD UICs in Action Allow teachers to categorize the UICs, identify and correct any misconceptions and

introduce the new walkthrough tool. (2 Hours)

Walkthrough the school using the tool to

identify strengths and deficits.

Adaptive Challenge

• UIC walkthrough in October with the Assistant Superintendent and Director of Curriculum, Instruction and Assessment

• Gathered and analyzed walkthrough data

• Students in “small groups” but they were not exploring together or having group discussions with Accountable Talk.– Why is this important?

– Tharp and Gallimore: “Assistance of child learning is accomplished by creating activity settings in the classroom that maximize opportunities for coparticipation and instructional conversation with the teacher and, frequently, with peers.”

• Modification of PD focus for the remainder of the school year

• Three Guided Questions for the remainder of the year:– 1. What is Guided Instruction?

– 2. How do we use data to drive small group instruction?

– 3. What depth of knowledge is taking place during small group instruction?

VS.

Updated Plan

  Topic Rationale Hours UICs for PD Follow-UpJan. PD  

What is Guided Instruction?

What is Guided Instruction? Why use small group instruction? How do we facilitate it? Teacher roles vs. Student roles? How do

small groups fit into G.I.?

  8

 Explicit Instruction,

Small Group Exploration

 Administrators will co-plan and teach a G.I.

lesson in each grade level.

Feb. PD How do we use data to drive small

groups?

 Using DeCartes, 4Sight, DIBELS, and F&P

data to plan for small groups.

  8

Explicit Instruction, Small Group

Exploration, Individual Application

Administrators and coaches will work with grade level teachers in

order to use data to plan.

Mar. PD  What is the depth

of knowledge achieved in small

groups?

 What type of questioning, activities, and tasks are present during small groups? What is happening in Guided Instruction

throughout the building?

   4

 Explicit Instruction,

Small group Exploration, Individual

Application

Teachers will use the Webb’s Walkthrough Form

created during PD to participate learning walks throughout the building.

May PD  What did you find?

a follow up to March PD.

 Teachers will share out what they found during learning walks. We will identify

commonalities and next steps.

  4

 Explicit Instruction,

Small Group Exploration

Teachers and Administrators and

Coaches will set goals for SY 2013-2014.

Updated Plan cont. PCS-PTCRN PD Schedule for the remainder of the year

Updated Plan cont.

• What does success look like?– Students will work in Small Group Exploration, Application, and

Actualization:

– Small groups of students working together to explore content through processes and procedures. Students are discussing problems, and how they can be solved/processed using information and ways of knowing or doing.

– 20-40% of instructional time

– Teacher role: Circulating to address questions and misconceptions

– Student role: Facilitation and Application.