The New Improved School Professional Development Plan Proposal

School Demographic Data

Approximately 125 students56 students Grades K-85 elementary teachersHigh staff turnover (25% each year)Mental Health and Positive Behavior Support

FocusTransient student populationUrban-Suburban

Sub-group Information

100% special needs populationLearning and Emotional support95% economically disadvantaged98% free-reduced lunch

Assessment Data

PSSA Math– Spring 2012 4Sight Math – Fall 2012

Below Basic- 58% Below Basic – 85%Basic – 35% Basic – 13%Proficient – 6% Proficient – 2%Advanced – 0 Advanced- 0

Student Needs

Math that is connected to “real life”Meaningful state assessments Improved math scoresSolid math foundationHigh level and engaging tasksAbility to problem solve and generalize

conceptsUpdated math and technology resources

Teacher’s Needs

Solid math curriculumResources (materials and support)Understanding and analysis of data Training in using the Scholastic programsOwnership of PD and opportunities for

leadershipOpportunities for coaching and feedback

Current Professional Development Plan

Math goal: Students will achieve common core standards through instruction in content area. Assessment – 4 sessions; Scholastic Math Inventory, 4

Sights Data Analysis – 4 sessions; utilize data to determine

instruction Training in Differentiated Instruction – 4 sessions;

effective teaching and learning Response to Instruction and Intervention; 4 sessions;

use interventions and assess progress

Professional Development Plan Needs

1. Help teachers better understand both what they teach and how students acquire content knowledge

2. Targeted agenda’s for PLC meetings3. Increase teacher awareness of student data

as it relates to math4. Distribution of learning- involve content

coaches and master teachers in the trainings.

Recommendations for Improvement

1. Identify leaders (formal and informal) in the area of mathematics that are on staff

Determine interest thru staff survey Formal/informal observations Develop culture of collaboration Offer incentives

2. Provide targeted professional development in the area of math concepts and curriculum

• Develop coherent math curriculum• Familiarize teachers with math curriculum materials and

their use• Provide follow-up coaching sessions to evaluate/reflect on

new techniques

Recommendations continued

3. Provide training in the manner that teachers will be asked to use it with students and schedule follow-up meetings/coaching sessions that will support the introduction of the new concept

Experiential learning will allow teachers to understand what their students go thru and how they feel (elation, frustration, etc.)

Help teachers determine what instructional methods will work best with their group of students

Give teachers time to experiment with new concepts and allow them time to reflect/problem solve

Schedule specific times for the teachers to meet with principal/math coach

What it looks like.

Identified/interested teachers will be involved in planning professional development and training teachers in math concepts and instructional methods.

Teachers will experience in-service training in the format that will be utilized with students

Teachers will be able to identify specific math curriculum, available materials, and how to use them

Informal observations, coaching sessions will occur weekly.

Teachers will reflect on lessons and make prescriptive changes based on group needs and data

References

Guskey, T.R. & Yoon K.S. (2009). What Works in Professional Development? Phi Delta Kappan, 90(7), 495-500

Spillane, J.P, Halverson, R., & Diamond, J. (2001). Investigating School Leadership practice: A distributed perspective. Educational Researcher, 30(3), 23 -28.

New Improved School Professional Development Plan 2012-2016, pgs. 1-95