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Academy > 21st Century > News > June Training Materials Available
Directions:
Circle the description that best applies to your current classroom or district practice.
Focuses on Learning and Sustaining Improved Student Learning
| My school does not have a professional development plan. |
PD is part of a larger school plan. |
PD is focused on targets through analysis of student learning needs and teacher practices. |
Emerges from Student Data and the Need to Improve Student Results
| Areas of concern are identified through statewide testing results only. |
Specific areas of concern are identified through analysis of school wide and classroom data. |
Specific areas of concern are identified through analysis of school wide and individual classroom data, student work and teacher practices. |
Supports Collegiality and Collaboration among Teacher and Staff
| The school culture is one in which teachers work individually. |
The school culture is one of support and concern. Collaboration does not occur throughout the school. |
Specific areas of concern are identified through analysis of school wide and individual classroom data, student work and teacher practices. |
Develops Shared Leadership and Resources
| Resources for PD are limited or determined by others outside of the school. |
Both inside and outside experts are used. School experts share knowledge through district activities. |
Inside and outside support and expertise are used to support school PD goals in a planned strategic manner. |
Uses Research Based on Standards and Accountability
| Standards for student achievement are in place but rarely used as a means to examine student work. |
Standards for student achievement are sometimes used to assess student progress and prepare PD. |
Standards for student achievement are consistently used to assess student progress and prepare PD. |
Deepens Teachers' Content Knowledge and Teaching Practices
| Content knowledge is rarely shared among teachers. PD sessions do not focus on content. |
Content and teaching practices form the basis of PD. |
Deepening teacher's understanding of specific content knowledge and teacher practices is a foal of the PD plan. Teachers routinely share knowledge about content. |
Center on What Teachers Need to Know and be Able to Do
| All teachers receive the same PD and it is presented in a traditional manner. |
Teachers self select PD and some activities include student work to assess needs. |
PD is centered on what each teacher needs to know and be able to do. Teachers are engaged in ongoing job embedded activities to meet their needs and address content, process, and context. |
Requires Ongoing Inquiry, Practice and Reflection to Inform Practice
| PD occurs only in district scheduled days. Teachers are not engaged in inquiry. Reflection occurs only at the end of a PD session. |
There is a pattern and consistency to PD. Teachers are engaged in inquiry. |
Ongoing inquiry, practice and reflection are used to inform practice and use strategies to increase student achievement. Teachers examine student work and various forms of data to provide an ongoing focus on critical teaching and learning issues. |
Evaluates Progress and Accounts for Student Learning by Examining Results
| PD evaluation occurs only at the end of the session and deals primarily with teacher satisfaction. Annual statewide test results are used to provide a general focus for PD. |
Periodic evaluations of the level of implementation in the classroom are conducted. Results are used to determine next steps in implementation of particular strategies. |
Evaluation of PD is designed prior to the start of the PD program to collect data on change in knowledge, changes in teacher practice and changes in student achievement. |
As we begin the discussion please begin to think about:
How many areas are in Getting Started?
How many areas are in On the Way?
How many areas are in Meet Expectations and Beyond?
What are some ways you can begin to think about change in some of the areas not only for yourself but for other teachers with in your district?
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