Professional Development that Empowers Teachers
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Transcript of Professional Development that Empowers Teachers
A Model of Excellence AmongLearning Communities
Professional Development
that Empowers Teachers Mandy Kraus
Kassidy RiceSusan Sommerfeld
What did we want to accomplish?Continuous improvementNarrow achievement gap
A Model of Excellence AmongLearning Communities
National Urban Alliance Partnership
Joined 2007-2008 through WMEPCohort-basedLarge & small-group trainingAdded new cohorts for three
yearsA Model of Excellence AmongLearning Communities
A Model of Excellence AmongLearning Communities
Cohort Analysis from Spring 2008 to Spring 2010Average Percentile Rank
Math: 77.92 to 78.45 Reading: 73.83 to 78.31
MCA II Trend Data by Ethnicity from 2006 – 2010Increased rate of proficiency listed by NCLB subgroups
Math: Reading: Asian – From 83.87% to 96.87% Asian – From 90.32% to 93.75% Hispanic – From 57.14% to 76.19% Hispanic– From 80% to 95.23% Black – From 21.73% to 56.52% Black– From 45.45% to 86.95% White – From 84.03% to 85.35% White – From 89.24% to 94.26%
Reading - MCA II 2010 Math - MCA II 20100.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%93.78%
84.60%
6.21%
15.39%
West Middle School 2010 MCA II - Proficiency at a Glance
Proficient Not Proficient
Math MCA-II Partially Meets/Does Not Meet Reading MCA-II Partially Meets/Does Not Meet0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Asian, 2.7%
Asian, 8.8%
Hispanic, 27.3%
Hispanic, 4.5%
Black, 34.4%
Black, 12.5%White,
11.5%White, 3.7%
Total Population,
12.7%
Total Population,
4.8%
West Middle School 2010 MCA II Reading and Math
Students Not Proficient by Ethnicity
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Self-SustainabilityDeveloped Professional Development goalsNew cohort modelFocus on quality – Garet, Porter, Desimone, Birman, and Yoon (2001)A Model of Excellence AmongLearning Communities
TimeframeFive sessions over the course of the year3 half days and 2 full days
A Model of Excellence AmongLearning Communities
A Model of Excellence AmongLearning Communities
CoherenceDistrict InitiativesCommon language & experienceUmbrella of “all students can achieve”
A Model of Excellence AmongLearning Communities
CoherenceDevelop Belief Statements Our role is to know each of our students and the
required standards in order to create lessons and an environment which provide opportunities for growth toward and beyond defined standards. This growth could be demonstrated in a variety of ways.
Learning is a collaboration between school, teachers,
student, and parents in order to provide maximum growth opportunities for all students. Learning should be engaging, motivating, appropriate, rigorous, and relevant.
A Model of Excellence AmongLearning Communities
CoherenceBest Practices
Centered on discipline-based PLC’sDataCulture & RaceInstructional Strategies
A Model of Excellence AmongLearning Communities
ContentDiscipline-based PLCCohorts differentiated based on individual content needs
A Model of Excellence AmongLearning Communities
Active LearningDiscussion-basedTake-away applications
A Model of Excellence AmongLearning Communities
Staff Responses
A Model of Excellence AmongLearning Communities
"It was of great benefit to learn and reflect on the idea of a single story in terms of teaching. I think this was helpful because it allowed us as teachers to examine or our own perspective and preconceived or limited views of our students.”
"I really found the presentation of different teaching strategies to be beneficial. It is great to learn about new research based strategies that you can infuse into your class to keep it fresh and meaningful.”
-- Jason Traynor, 7th Grade Life Science
Staff Responses
A Model of Excellence AmongLearning Communities
“I felt the cohorts were extremely useful in promoting conversations about learning strategies that could be used across grade levels and disciplines. It was valuable to have professional learning time set aside to revisit effective NUA strategies. Focusing on diversity was beneficial in continuing our conversations on creating culturally responsive classrooms.”
-- Megan Speers, 7th Grade Social Studies
Staff Responses
A Model of Excellence AmongLearning Communities
“We discussed in our cohorts how priming plays a vital role in the learning process. The homework was designed as an anticipatory guide to give students a chance to work with the video script beforehand and anticipate what they are going to see in the video during a lesson. When students have completed the homework, they are primed-they have a good idea of what they will see and hear in the video and are ready to learn.”
-- Megan Budke, Spanish teacher
Questions
A Model of Excellence AmongLearning Communities